information as a global public good enabling access to knowledge through open licenses ted hanss,...
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Information as a Global Public Good Enabling Access to Knowledge
Through Open Licenses
Ted Hanss, Angela Miller
ICTD201016 December 2010
Copyright 2010 Ted Hanss and Angela Miller. This work is licensed under the Creative Commons Attribution 3.0 United States License. To view a copy of this license, visit <http://creativecommons.org/licenses/by/3.0/us/>.
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Objective The big picture Definition of OER Public goods opportunities and risks OER production processes Health OER Network case study Discussion of projects, opportunities, …
Agenda
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Objectives Understand and recognize the terminology, policy issues, and appropriate role for OER
Through a case study example, understand the steps a community can take to publish learning materials as OER
Engage in an exploration of current, planned, or potential projects
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The Big Picture Access
“Everyone has a right to education” (UN, 1948)
Need to open a new university every week to meet capacity demands (Daniel, 1996)
Transforming education Supporting life long learning Developing countries as sources of knowledge Unbundling education
• E.g., separating certification from learning
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Open Michigan Developing a culture of openness
Open access Open educational resources Open science Open source Open standards Open participatory learning
6Public Domain: Michael Reschkehttp://commons.wikimedia.org/wiki/File:OERlogo.svg
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Atkins et al. Definition (2007) “Teaching, learning, and research resources that
reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others.”
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OA ≠ OER Open access does not necessarily mean that you can modify, create derivative works, or re-distribute.
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E-Learning ≠ OER OER can be paper or electronic and may not contain enough context to be instructional by itself.
E-learning materials are electronic, are typically capable of being stand-alone, and imply no particular license for use.
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Who Benefits from OER? Faculty
Across institutions and across disciplines
Students at all levels Alumni Self-learners …
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Policy Implications What are the national, international, and transnational information policies and actions that will further enable OER production and use?
Copyright
“All rights reserved”vs.
“Some rights reserved”
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U.S. Constitution “The Congress shall have the power … To promote the Progress of Science and useful Arts, by securing for limited Times to Authors and Inventors the exclusive Right to their respective Writings and Discoveries.”
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International Legislation
“To encourage a dynamic culture, while returning value to creators so that they can lead a dignified economic existence, and to provide widespread, affordable access to content for the public.”
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Obtaining U.S. Copyright Copyright vests once an original work is “fixed in a tangible medium of expression”
Copyright does not protect ideas, procedures, processes, systems, methods of operation, concepts, principles, or discoveries
The “limited Times” have changed dramatically over the years
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Copyright: UK and Europe UK. Copyright, Designs and Patents Act 1988
Europe – attempts to harmonise legislation throughout Europe through a number of directives and the Berne Convention for the Protection of Literary and Artistic Works 1886
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Obtaining Copyright-UK/Europe Similar to US Copyright
Automatic (no need for registration/file)
Copyright work must be original and in a tangible form
Length of right varies depending on the type of copyright and jurisdiction. E.g., literary work in UK, life of author + 70 years.
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Obtaining Copyright-UK/Europe Similar to US
Copyright has two subsets: Economic Right (can be licensed, assigned and mortgaged) and
Moral Right a includes the right of attribution, the right to have a work published anonymously and the right to the integrity of the work.
Moral rights always resides with the creator however can be waived in some jurisdictions.
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Creative Commons Licensing
Creativecommons.org
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The Range of Licenses
Public Domain
All Rights Reserved
Least Restrictive Most Restrictive
Public Goods
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OER as Global Public Goods Non-rival through electronic publishing and distribution
Non-excludable through open licenses
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Risks Market can undersupply public goods Lack of incentives Free riders
Sovereignty can limit global coordination and compliance monitoring of production and distribution under non-market interventions
Recommendations
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Financial Recommendations Financial investments (e.g., by governments and foundations) in the creation of scholarly works licensed as OER Start with existing programs (Public pays, public benefits)
Funding of research into the effectiveness of OER
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Awareness Recommendations Governments/school boards authorize the acceptance of open textbooks and actively promote their availability
Global advocacy campaigns (e.g., by NGOs)
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Copyright Recommendations WTO TRIPS copyright exceptions for education (as with public health, but without geographic limitations)
Easier path to putting things in the public domain
Harmonization of Creative Commons licenses Governments step in and clarify educational fair use through statutory exceptions
Clear designation of copyright ownership (e.g., works for hire doctrines)
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Technical Recommendations Interoperability
The “piece-parts” of OER will work together
Portability Materials can be easily imported and exported (e.g., from learning management systems)
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Public/Private Partnership Recommendations Permit government funding to go to public/private partnerships to facilitate sustainability (private partners create value-add products and services)
Investigate models where private investment incentives facilitate OER development (e.g., tax breaks, exclusive removal of CC NC clauses)
OER Life Cycle
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Authoring
Clearing
Editing
Archiving
Publishing
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Publishing Models Staff-centric (as established by MIT) High quality; but expensive, faculty are difficult to reach, long refresh rates
dScribe approach developed at Michigan Intended to be scalable, participatory, and to drive down the cost of production
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and a team of OER specialists...
for use by students, educators and self-learners...
Motivatedstudents...
collaborate with faculty...
to gather, review, edit, and publish
course materials...
worldwide.BY: Garin Fons, Pieter Kleymeer characters by Ryan Junell
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dScribes outside of Michigan
openmichigan, Flickr(UCT, South Africa)
openmichigan, Flickr(KNUST, Ghana)
openmichigan, Flickr(UCT, South Africa)
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OERcaOERca
41https://open.umich.edu/wiki/index.php5/Open_Content_Search
42http://commons.wikimedia.org/
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Challenges Balance of student incentives Faculty motivation/incentives Metadata Prospective versus retrospective clearing
Clearing issues (copyright, privacy, endorsements)
Motivation for Health OER
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Life expectancy in years:
North America: 76
Latin America: 69
Africa: 51
Life Expectancy
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Large differences in quality of and access to care between developing and developed countries
Large differences in quality and access to care within countries
Global epidemics The successful treatment of acute disease has left an epidemic of chronic disease
Global Health Crisis
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Reduce Child Mortality Drop the under-five rate by two thirds
Improve Maternal Health Reduce maternal mortality by three quarters
Combat HIV/AIDS, malaria, and other diseases Halt and begin to reverse the spread of HIV/AIDS and the incidence of the others
Millennium Development Goals
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Any long-term solution to the global health crisis requires investment in human resources.
Only well-trained health providers can ensure: Achievement of the UN’s Millennium Development Goals,
Implementation of global vaccination and medication distribution, and
Preparation for the next epidemic
Human Resources for Health
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60 million healthcare workers 9 million are MDs (1M in the US, 3M in China)
75% are in government-run organizations Ghana case study
One half of Ghanaian med school grads practice outside the country•U-M OBGYN specialist training as an exception to brain drain
Ghana has goal of tripling the number of healthcare workers
Already at 15:1 student:teacher ratio on wards
Global Health Workers
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Distribution of Health Workers
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Health OER Network
This work has been financially supported by the Hewlett Foundation, the Gates
Foundation, the Open Society Institute, and the University of Michigan
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U-M and OER Africa working with University of Ghana, Kwame Nkrumah University of Science and Technology, University of Cape Town, and University of the Western Cape. Hold policy/sensitization workshops Identify curricular needs Emphasis on co-creation of OER that work in respective local contexts
Assess capacity to collaborate and design framework for assessing OER use
2009 Health OER Design Phase
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University of Ghana Workshop
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2009 Health OER Workshop
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The African Health OER Network
The African Health OER Network fosters co-creation of resources, enabling
institutions to share knowledge, address curriculum gaps, and use OER for improving the delivery of health education in Africa. The Network is building the socio-technical infrastructure to draw in more African and, eventually, global participants, while also
developing models of collaboration and sustainability that can be replicated in
other regions of the world.
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Participating Institutions
University of Michigan OER Africa
Kwame Nkrumah University of Science and TechnologyUniversity of Ghana
University of Cape Town University of the Western Cape
University of Malawi’s Kamuzu College of Nursing University of Botswana
Health Education and Training in Africa Project of the Open University University of Nairobi
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A Dental School for Liberia
Kathleen Ludewig Omollo, Matt Simpson, Nejay Ananaba
Health OER Examples
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Motivation and Examples Motivations and examples from African institutions
http://www.youtube.com/user/openmichigan#grid/user/DF41389B70169F26
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Links
open.umich.eduwww.oerafrica.org/healthoer
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Contacts
Ted HanssChief Information Officer
University of Michigan Medical School
Dr. Angela MillerIntellectual Property and Contracts
St George’s, University of London